The "hardships" there must have been particularly great when young Gladstone entered Eton, at the close of the summer holidays of 1821. The school was under the head-mastership of "the terrific Dr. Keate." He was not the man to spare even the scholar who, upon the emphatic testimony of Sir Roderick Murchison, was "the prettiest boy that ever went to Eton," and who was as studious and well-behaved as he was good-looking.
The town of Eton, in which the school is located, about 22 miles from London, in Berkshire, is beautifully situated on the banks of the river Thames, opposite Windsor Castle, the residence of the Queen of England.
Eton College is one of the most famous and best endowed educational institutions of learning in England. It was founded in 1440 by Henry VI. The king was very solicitous that the work should be of a durable kind, and he provided for free scholarships. Eton of Mr. Gladstone's day, according to a critic, was divided into two schools—the upper and the lower. It also had two kinds of scholars, namely, seventy called king's scholars or "collegers," who are maintained gratuitously, sleep in the college, and wear a peculiar dress; and another class—the majority—called "oppidans," who live in the town. Between these two classes of students there prevails perpetual hostility. At Cambridge, there was founded, in connection with Eton, what is called King's College, to receive as fellows students from Eton, and to give them gratuitously an education. The ground on which students of Eton were promoted to King's College and these fellowships was, strangely to say, upon that of seniority, or long residence, and not of merit. Because there was no competition, scholars who were deficient in education at Eton were promoted to Cambridge, where they had no incentive to work, being exempt from the ordinary university examination.
At Eton "no instruction was given in any branch of mathematical, physical, metaphysical or moral science, nor in the evidences of Christianity. The only subjects which it professed to impart a knowledge of were the Greek and Latin languages; as much divinity as can be gained from construing the Greek Testament, and reading a portion of Tomline on the Thirty-nine Articles, and a little ancient and modern geography." So much for the instruction imparted. As regards the hours of tuition, there seems to have been fault there, in that they were too few and insufficient, there being in all only eleven hours a week study. Then as to the manner of study, no time was given the scholar to study the style of an author; he was "hurried from Herodotus to Thucydides, from Thucydides to Xenophon, from Xenophon to Lucian, without being habituated to the style of any one author—without gaining an interest in the history, or even catching the thread of the narrative; and when the whole book is finished he has probably collected only a few vague ideas about Darius crying over a great army, Abydos and Nicias and Demosthenes being routed with a great army near Syracuse, mixed up with a recollection of the death of Cyrus and Socrates, some moral precept from Socrates, and some jokes against false philosophers and heathen gods." Hence the Eton student who goes to Cambridge finds he has done but a little desultory reading, and that he must begin again. It was charged that the system of education at Eton failed in every point. The moral discipline of the school was also called in question. The number of scholars was so great that the proper control of them seemed impossible under the management. Great laxity prevailed among the larger boys, while the younger and weaker students were exposed to the tyranny of the older and stronger ones without hope of redress. The result was that the system of "fagging," or the acting of some boys as drudges for the others, flourished. "The right" of fagging depended upon the place in the school; all boys in the sixth and fifth forms had the power of ordering—all below the latter form being bound to obey. This system of fagging has a very injurious effect upon most of the boys; "it finds them slaves and leaves them despots. A boy who has suffered himself, insensibly learns to see no harm in making others suffer in turn. The whole thing is wrong in principle, and engenders passions which should be stifled and not encouraged." Why free and enlightened England should tolerate, even then, such barbarous slavery cannot be understood and yet there are outrageous customs prevailing among college students of our day in every civilized land that should be suppressed.
Flogging was in vogue, too, at Eton, with all its degrading and demoralizing effects, and was performed by the Head-Master himself. In 1820, the year before Mr. Gladstone entered Eton, there were 280 upper students and 319 lower, a total of 612, and none were exempt.
Some curious stories are told of flogging, which has ever existed at Eton, and from which even the largest boys were not exempt. Mr. Lewis relates how a young man of twenty, just upon the point of leaving school, and engaged to be married to a lady at Windsor, was well and soundly whipped by Dr. Goodford, for arriving one evening at his tutor's house after the specified time. And it is related that Arthur Wellesley, afterwards the Iron Duke of Wellington, was flogged at Eton for having been "barred out." At the same time there were eighty boys who were whipped.
And the Eton of twenty years later was very little improved over its condition in Mr. Gladstone's time there, or in 1845. John D. Lewis, speaking of this period, says that after the boys reached the fifth form, then began "some of the greatest anomalies and absurdities of the then Etonian system." The student was now safe from the ordeal of examinations, and that the higher classes, including ten senior collegers and ten senior oppidans, contained some of the very worst scholars. "A boy's place on the general roll was no more a criterion of his acquirements and his industry than would be the 'year' of a young man at Oxford or Cambridge." The collegers, however, were required to pass some kind of examination, in accordance with which their place on the list for the King's college was fixed. But the evils regarding the hours of study and the nature of the studies were as bad. "The regular holidays and Saints' days, two whole holidays in a week, and two half-holidays, were a matter of common occurrence."
Lord Morley, in his examination before the Commission on Public Schools, was asked whether a boy would be looked down upon at Eton for being industrious in his studies, replied, "Not if he could do something else well." And this seems to be the spirit of the Eton boy with whom a lack of scholarship is more than made up by skill in river or field sports.
This is true to-day; for a recent writer in the Forum, upon "The Training of Boys at Eton," says: "Athletic prominence is in English public schools almost synonymous with social prominence; many a boy whose capacity and character commanded both respect and liking at the universities and in after life, is almost a nobody at a public school, because he has no special athletic gifts.... Great athletic capacity may co-exist with low moral and intellectual character."
There were few inducements to study and to excel in scholarship, and plenty to idleness and neglect, hence he who did so must study in hours and out of hours, in season and out of season. The curriculum is still strictly classical, but French, German and mathematics are taught. The collegers of recent years have done very fair work and carried off many distinctions at Cambridge. With all these odds against them, and these difficulties to surmount, yet there were Eton boys whose attainments were deep and solid, and who became famous men, and one of these was William E. Gladstone.